A Confusing Conundrum: Gifted Students with ADHD Susan Baum, Ph.D. Professor Emeritus College of New Rochelle Director of Professional Development Bridges Academy www.internationalcenterfortalentdevelopment. com ADHD Robin Williams 1952-actor, comedian, ADHD Early on, Williams applied.
Download ReportTranscript A Confusing Conundrum: Gifted Students with ADHD Susan Baum, Ph.D. Professor Emeritus College of New Rochelle Director of Professional Development Bridges Academy www.internationalcenterfortalentdevelopment. com ADHD Robin Williams 1952-actor, comedian, ADHD Early on, Williams applied.
Slide 1
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 2
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 3
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 4
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 5
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 6
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 7
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 8
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 9
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 10
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 11
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 12
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 13
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 14
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 15
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 16
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 17
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 18
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 19
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 20
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 21
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 22
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 23
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 24
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 25
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 26
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 27
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 28
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 29
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 30
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 31
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 32
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 33
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 34
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 35
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 36
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 37
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 38
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 39
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 40
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 41
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 42
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 43
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 44
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 45
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 46
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 47
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 48
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 49
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 50
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 51
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 52
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 53
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 54
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 55
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 56
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 57
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 58
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 59
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 60
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 61
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 62
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 63
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 64
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 65
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 66
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 67
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 68
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 69
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 70
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 71
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 72
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 73
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 74
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 75
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 76
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 2
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 3
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 4
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 5
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 6
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 7
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 8
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 9
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 10
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 11
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 12
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 13
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 14
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 15
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 16
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 17
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 18
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 19
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 20
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 21
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 22
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 23
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 24
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 25
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 26
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 27
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 28
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 29
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 30
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 31
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 32
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 33
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 34
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 35
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 36
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 37
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 38
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 39
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 40
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 41
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 42
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 43
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 44
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 45
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 46
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 47
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 48
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 49
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 50
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 51
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 52
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 53
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 54
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 55
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 56
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 57
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 58
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 59
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 60
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 61
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 62
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 63
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 64
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 65
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 66
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 67
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 68
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 69
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 70
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 71
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 72
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 73
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 74
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 75
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,
Slide 76
A Confusing Conundrum:
Gifted Students with ADHD
Susan Baum, Ph.D.
Professor Emeritus
College of New Rochelle
Director of Professional Development
Bridges Academy
www.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams
1952-actor, comedian,
ADHD
Early on, Williams
applied his
inexhaustible
hyperactivity to
many films
Students with ADD/ADHD
Classic manifestations:
• Creative thinkers
• Difficulty sustaining attention especially
in listening activities
• Difficulty completing written work,
• Physical restlessness or feelings of
restlessness
• Impulsivity
• Difficulty following through on
instructions from others (not due to
oppositional behavior or failure of
comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:
THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND
ADHD
• 1, OVEREXCITABILITIES
• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM
• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-Creative
Dabrowski’s “Overexcitabilities”
•Psychomotor
•Intellectual
•Emotional
•Sensual
•Imaginational
Psychomotor
A heightened physical energy that
may be expressed as a love of
movement, rapid speech,
impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g.
touch, taste, smell). May be expressed
as desire for comfort or a sharp sense
of aesthetics.
Imaginational
Vivid imagery,
use of metaphor,
visualizations,
and
inventiveness. M
ay also include
vivid dreams, fear
of the unknown,
poetic creativity,
or love of fantasy.
Intellectual
Persistence in
asking probing
questions, love of
knowledge,
discovery,
theoretical
analysis and
synthesis,
independence of
thought, and the
love of solving
the problem.
The role of attention and
curriculum
•
A simple model of how information is processed
Engagement
Enthusiasm
Enjoyment
S
E
N
S
OR
Y
I
NP
U
T
Attention
Novelty
Intensity
Personal Relevancy
Short-term
Memory
P
assageway
UNDERSTA
NDING
A-V-K
Expression
Application
Critical & Creative thinking
Generalization
Long-term
Memory
How Many Squares Do You
See?
The wrong question:
“HOW CAN WE HELP
STUDENTS SIT STILL AND
FOCUS?”
HOW LONG ARE YOUR
STUDENTS SITTING?
VERBAL FLUENCY
ACTIVITY: ARE YOU READY?
• CIRCLE TIME?
• LISTENING?
• DOING SEATWORK?
• Research says that sitting
and listening and paying
attention is developmental.
• The amount of minutes is
related to age up to 15.
• 10 minutes and attention
starts to drift if information is
boring monotonous
• Digital kids listen faster
• 2E students especially
those with ADHD think
better when moving
Essential needs
• Novelty and appropriate challenge
• Unlimited use of technology for
productivity and learning
• Active engagement through spatial,
kinesthetic and emotional activity
• Use of movement in the curriculum
• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity
• Skills to organize and control emotions
s
Unlimited use of technology
• Word processing
• Calculators
• Focus tool: back
channeling,
accelerated lecture
• Note-taking
• Web quests
•
•
•
•
Voice thread
Animoto
Imovies
Digital pen
(records and
writes)
• Xtranormal
• Inspiration
Incorporate movement into
activities
Let’s Use Drama
• Wonderful World of Words
Provide opportunities for
movement within
curriculum
Distance = rate x time
Movement to support learning
• The walking lane
• Travel pair share
• Transition dancer-size
WHEEL OF CHOICE
Practical Manager vs. Creative:
Who is right?
Let’s get organized: Down
with disorder movement
• Sales of homeorganizing
products, like
accordion files
and label makers
and plastic tubs,
keep going up
and up, from $5.9
billion last year to
a projected $7.6
• billion by 2009, as
do the revenues
of companies that
make closet
organizing
systems, an
industry that is
pulling in $3
billion a year,
• This is why January is now
Get Organized Month,
thanks also to the efforts of
the National Association of
Professional Organizers,
whose 4,000 clutter-busting
members will be poisedwith
clipboards and trash bags-ready to to minister to the
10,000 clutter victims
We need an organized space
to think and work.
Or do. you embrace the anti
anti-clutter movement?
(NY Times, 2009)
• This says yes to
• have known, deep
mess and urges
down, all along:
you to embrace
really neat people
your disorder
are not avatars of
the good life; they
• It’s a movement
are humorless and
that confirms what
inflexible prigs, and
you
have way too much
time on their
Writer’s haven
Einstein’s oft-quoted remark, “If a
cluttered desk is a sign of a cluttered
mind, of what, then, is an empty desk?”
Creatives claim:
•
•
•
•
•
It takes time to organize
We need to have everything's in front of us.
Searching through the piles helps make connections
Organization is a form of procrastination
Creative thinkers are messy. Creative thinkers tend to have
messy desks. In January 2006, a study of hundreds of CEO's
indicated that the highest scorers in innovation and risk-taking
scored lowest on organizational and neatness skills. Creative
people organize their desks intuitively to correspond with the
way their minds organize information, and studies suggest
that people with messy desks have great career potential.
• http://EzineArticles.com/?expert=Jennifer_Williamson
Creative space
Teach time management and
organization contextually
• Teach stress management, conflict
resolution and anger management skills.
Learned experts
STRATEGIES FOR
ORGANIZATION
Work space
• Provide a quiet
place for these
students to do
their homework. A
desk in their room
away from “noise
and activity” is
best.
Schedule for organization of
homework, chores, and more…
• Estimate time
needed to allow for
but limit intellectual
excursions
• Encourage talking
out ideas before
beginning
assignment or
project
Scaffolding
•
Outline/ folders with sub
folders
• Monthly calendar listing due
dates.
• Blank pages for sketching out
concepts and post-it notes for
jotting down ideas.
• Pocket pages also help these
students to organize extra
information that they find on
their own about a topic.
Scaffolding
• Allow music while working.
This strategy often helps
them to keep their minds from
wandering into realms more
interesting especially if the
assignment is not challenging
enough.
• This can be used for chores
as well. Listening to a book
on tape while cleaning their
room, for instance.
Randoms and organization
• Tend to misplace things
• Skip or forget directions,
• “Post- it” monthly
calendar, Backwards
planning and deadlines
• Email assignments back
and forth
• Time management:
Come home between
5:45-6:00
• Piles, stacks, and
storage bins
Creative problem solvers
Strategies for organization
Work space
• Allow space to spread
out and move about
• Thinking may happene
when lying on the floor
while tossing a ball in
the air.
• Laptops were made for
these students—as
they are always on the
move.
Schedule for organization of
homework, chores, and more…
• Provide ownership and
choice for the when and order
of task completion.
• Ask when they plan to start
their work and if they need
you to remind them.
• Have few rules with which you
adhere to consistently.
• Provided few but detailed
directions. Do not say clean
your room, but rather hang up
your clothes and put your
games away.
Scaffolding
• Accept skipping around among their
assignments as long as they have a
way get everything do.
• “Post-it daily to-do lists” can provide
this structure. They can move them
around.
• When they complete a task,
crumpling up the post-it and tossing
it in a waste basket is rewarding in
and of itself. They can even make a
target game out of the process and
keep points for accuracy.
•
Allowing these students to listen to
music or have the television on can
help them sustain focus as
mentioned previously.
Scaffolding
• Providing a different binder for each subject might make
organization easier for them. Piles not files work best.
• Traveling offices
• But don’t be surprised if everything is just thrown in
together. The good news is that what they need is in
one place.
Parents as Opportunity Makers
•
•
•
•
Adventure experiences
Drama and performing arts
Lego and robotics competitions
Gaming and technology—creative
productive activities
Competitions
Celebrating the Achievements of ChildrenTM
http://www.amazing-kids.org/contests.html
Check out the winning stories fromthe Amazing Kids! "Story Starter"
Short Story writing contest! Read the winning essays from our
"Appreciation" 2002 essay contest in Amazing Kids! eZine #5! Check out
the winners of the "My Amazing Future" 2002 contest! Winners of the firstever AK POETRY CONTEST . See who won! (Follow the link at the bottom
of the AK eZine #4 page.) Check out the Amazing Kids! Poster Design
contest 2001 winners! "My Amazing Future" 2001 essay contest
winners Check out the winners of our Animation Contest 2000! These
6 lucky winners worked with Frank Gladstone, a professional animator from
DreamWorks as their mentor! Check out the winners of our Amazing
Babies essay contest! Check out the winners of our 1st comics
drawing contest! The grand prize winner, 17 year old Laura Tisdel worked
for a year with her mentor, professional cartoonist Guy Gilchrist. Check out
her Amazing Kids! Comic Adventures! Check out the winners of our 1st
writing contest!
u
Automatic dog
washer
Automatic milk
dispenser
Oddysey of the Mind
Summer Opportunities
• Camps
The pond problem:
The pond problem:
Edward Hallowell (2005)
I have learned first and foremost to
look for interests, talents, strengths,
shades of strengths or the mere
suggestion of a talent.
Knowing that a person builds a happy
and successful life not on remediated
weaknesses but on developed
strengths, I have learned to place
those strengths at the top of what
matters
Susan M. Baum,